ABSTRACT
INTRODUCTION Many therapies now include a component for psychoeducational groups where participants receive information specific for the condition that is under treatment along with the other treatment modalities. This approach is used in both outpatient and inpatient settings. Examples of this use include the following:
• Relapse prevention-Sandahl and Ronnbers, 1990 • Dual diagnosis-Pressman and Brook, 1999 • Obsessive-compulsive disorder-Fals-Stewart and Lucente, 1994 • Wife abuse-Pressman and Sheps, 1994 • Agoraphobia and panic disorder-Belfer, Munoz, Schachter, and Levendusky,
1995 • Traumatized women-Lubin and Johnson, 1997
These are but a few of the many conditions and treatment programs that incorporate psychoeducational groups as part of an array of modalities for intervention and treatment. These groups are characterized by
• Having a specific focus and theme • An emphasis on information relative to the goal
• Narrowly defined goals • Homogeneity of group members • Being time specific or time bound • Opportunities to consult with other professionals treating the same person on
a more regular basis
REMEDIATION One basic characteristic that can have an impact on the group and the leader is the remedial focus for the group, even when the group is categorized as prevention, such as relapse prevention. Participants have a condition, problem, or concern that is negatively affecting their lives. This condition can be physical, emotional, relational, or any combination of these. It is important to remember that what affects one part of a person’s life generally has implications for other parts of his or her life. This interaction is one reason why planning groups for a target population with a common concern cannot be entirely pro forma, in that you cannot readily predict the needs of a particular group or for a particular group member. However, there can be some certainty for the target group, as they will have some commonalities, which can be very helpful for the group leader.
